The main purpose of this paper is to illustrate the potential of using generative artificial intelligence (GenAI) in medical education. In particular, the author pursues four specific objectives: to illustrate the potential of GenAI and in particular of LLM (Large Language Model) and GPT-4 (4th generation of GPT series, large multimodal language model) for the development of the curriculum in medical education (integration of knowledge contents, personalization of learning objectives, use of innovative teaching tools such as virtual patients); to document the contribution of GenAI in clinical reasoning and the need to refer to hybrid intelligence, a mix between the two, where both perform clearly delineated and complementary epistemic tasks; to make a clear distinction between epistemic tasks of clinical decision support systems (CDSS) and those specific to humans, in addition to underlying the importance of the embedded context in diagnostic processing; to design a teaching framework for clinical reasoning.

Intelligenza generativa artificiale in medical education: ragionamento clinico artificiale vs ragionamento clinico umano

Rosa Cera
2024-01-01

Abstract

The main purpose of this paper is to illustrate the potential of using generative artificial intelligence (GenAI) in medical education. In particular, the author pursues four specific objectives: to illustrate the potential of GenAI and in particular of LLM (Large Language Model) and GPT-4 (4th generation of GPT series, large multimodal language model) for the development of the curriculum in medical education (integration of knowledge contents, personalization of learning objectives, use of innovative teaching tools such as virtual patients); to document the contribution of GenAI in clinical reasoning and the need to refer to hybrid intelligence, a mix between the two, where both perform clearly delineated and complementary epistemic tasks; to make a clear distinction between epistemic tasks of clinical decision support systems (CDSS) and those specific to humans, in addition to underlying the importance of the embedded context in diagnostic processing; to design a teaching framework for clinical reasoning.
File in questo prodotto:
Non ci sono file associati a questo prodotto.

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11369/466832
Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus ND
  • ???jsp.display-item.citation.isi??? ND
social impact